CE credits from the people who shaped the field.

Modules included

1. 
   01· 1.5 hrs· Richard J. Davidson, PhD

   The Neuroscience of Mindfulness and Well-Being

   Davidson's four-pillar framework (awareness, connection, insight, purpose); neuroplasticity, attention regulation, and resilience as rapid recovery from adversity.

   Learning objectives

   • Identify the four core dimensions of well-being (awareness, connection, insight, and purpose) and describe how each dimension relates to neuroplasticity and contemplative practice.
   • Explain the concept of resilience as a form of ‘rapid recovery from adversity’ and describe associated neuroscience research findings demonstrating differential recovery patterns in meditation practitioners.
2. 
   02· 2 hrs· Rick Hanson, PhD

   Attention, Neuroplasticity & the Cultivation of Well-Being

   Default mode network, interoception, and the insula; positive neuroplasticity and how repeated mental states convert into lasting traits.

   Learning objectives

   • Describe how mindfulness practice reduces activity in brain regions associated with mind-wandering, rumination, and self-focused thinking, including the default mode network.
   • Explain the process of positive neuroplasticity, including how deliberately cultivating beneficial mental states through repeated practice has been linked to lasting changes in neural structure and function through state-to-trait learning.
3. 
   03· 1.75 hrs· Judson Brewer, MD, PhD

   The Process of Selfing: Neuroscience & the Construction of Identity

   fMRI and real-time neurofeedback findings on self-referential processing; dependent origination and open/closed experiential states.

   Learning objectives

   • Describe the current understanding on neurological mechanisms by which the brain constructs and maintains a sense of self — including the roles of the DMN, mPFC, and PCC — and explain how mindfulness practice can reduce activation in these self-referential networks.
   • Apply the framework of dependent origination and open/closed experiential states to identify how craving, clinging, and behavioral reinforcement contribute to habitual identity formation in clinical and educational contexts.

Modules included

1. 
   01· 2 hrs· James Baraz, MA

   Teaching Mindfulness with Integrity: Presence, Attention, Ethics

   The single most important moment in practice; humility, embodied presence, and translating mindfulness for secular professional and clinical settings.

   Learning objectives

   • Describe the foundational elements of mindfulness instruction — including attention regulation, awareness of present-moment experience, and the skillful, self-compassionate response to mind-wandering — and how these principles can be communicated effectively in secular professional and clinical settings.
   • Explain how ethical integrity and the cultivation of positive mental qualities support psychological well-being and inform the responsible teaching and application of mindfulness in professional settings.
2. 
   02· 2 hrs· Donald Rothberg, PhD

   Teaching Loving-Kindness (Metta): Foundations & Methods

   Phrase-based and radiating approaches; the traditional sequence of beings; recognizing activation and modifying practice with skill.

   Learning objectives

   • Describe the traditional sequence used in loving-kindness practice and identify evidence-based components of structured loving-kindness interventions.
   • Explain and apply methods for integrating loving-kindness practice into daily life contexts, including professional and healthcare settings.
3. 
   03· 2 hrs· Susan Kaiser Greenland, JD

   Teaching Mindfulness to Children

   Activity-based framework (Attention, Balance, Compassion); developmental adaptations from preschool through adolescence; scope of practice for school-based work.

   Learning objectives

   • Describe an activity-based framework for teaching mindfulness to children, including core qualities (attention, balance, compassion) and associated life skills.
   • Identify developmentally appropriate adaptations of mindfulness practices for different age groups, including focused attention techniques for younger children and open awareness practices for older children.

Modules included

1. 
   01· 2 hrs· Christopher Germer, PhD

   Understanding Shame and Self-Compassion

   Shame vs. guilt; the three healing paradoxes; recognizing and responding to backdraft and emotional overwhelm in clinical settings.

   Learning objectives

   • Differentiate shame from guilt based on psychological and neurobiological characteristics, including cognitive, emotional, physiological, and behavioral components.
   • Apply self-compassion principles as an evidence-based approach to address shame-related distress in professional practice, including recognizing emotional overwhelm (“backdraft”) and development of appropriate safety responses.
2. 
   02· 2 hrs· Francis Weller, MFT

   Mindfulness and Grief: Sorrow, Loss & Communal Contexts

   The Five Gates of Grief; cultural barriers to mourning; grief and gratitude as complementary forces and the link to clinician burnout.

   Learning objectives

   • Describe cultural and communal factors that shape grief expression, including barriers to mourning in individualistic Western contexts.
   • Explain how communal and ritual approaches to grief can support sustained emotional capacity in both personal and professional contexts.
3. 
   03· 2.75 hrs· Myra Walden, MA & Bob Wentworth, PhD

   Self-Empathy & Self-Empowerment: A Needs-Based Approach

   A seven-step Nonviolent Communication process — observation, judgment, somatic awareness, feelings, needs, mourning, inner silence — for emotional clarity and intentional action.

   Learning objectives

   • Describe a structured self-empathy process that integrates observation, emotional differentiation, somatic awareness, and needs recognition based on Nonviolent Communication principles.
   • Apply needs-based awareness practices to a challenging situation to help reduce emotional reactivity, increase empathy, and enhance capacity for an intentional response.

Modules included

1. 
   01· Willoughby Britton, PhD

   Adverse Effects of Mindfulness Meditation

   Britton's research on the prevalence, phenomenology, and predictors of meditation-related harm; informed consent and skillful response to disclosures.

   Learning objectives

   • Identify the prevalence, phenomenology, and risk factors associated with meditation-related adverse effects in mindfulness-based programs.
   • Apply trauma-informed strategies for modifying mindfulness practices to reduce the likelihood of adverse effects and respond therapeutically to client disclosures of meditation-related harm.
2. 
   02· David Treleaven, PhD

   Trauma-Sensitive Mindfulness, Part 1

   The trauma spectrum, the Four Rs framework, and why the same instruction that stabilizes one student can destabilize another.

   Learning objectives

   • Explain how trauma affects attention and arousal, and why mindfulness meditation may support regulation for some individuals while increasing dysregulation for others.
   • Apply trauma-sensitive modifications to mindfulness instruction — including alternative attentional anchors, posture flexibility, and explicit permission strategies — to support safety and nervous system regulation in clinical contexts.
3. 
   03· David Treleaven, PhD

   Trauma-Sensitive Mindfulness, Part 2

   Window of tolerance, resourcing as self-regulation, the volume knob framework, and stepwise introduction of trauma-informed content in group settings.

   Learning objectives

   • Apply the window of tolerance framework to assess and respond to signs of dysregulated arousal in individual and group mindfulness teaching contexts.
   • Describe resourcing as a self-regulation strategy in mindfulness practice and explain how it supports nervous system stabilization.